Design For An Effective Intercultural Internship Learning How To Cross Cultural Boundaries Successfully

1998 ◽  
Author(s):  
G. Robert KILGORE
Keyword(s):  
Cross Cultural ◽  
Cultural Boundaries

scholarly journals Voices from different cultures: Foundation Phase students’ understanding across

2011 ◽  
Vol 1 (2) ◽  
Author(s):  
Annalie Botha
Keyword(s):  
South African ◽  
Life Experiences ◽  
Belief Systems ◽  
Education Programme ◽  
Cross Cultural ◽  
Emotional Expressions ◽  
Community Life ◽  
Linguistic Group ◽  
Cultural Boundaries ◽  
Different Cultures

From “How was your day?” to “Remember the time we …”, we use stories as a way to share our experiences, understandings and concerns with others. Stories extend our knowledge and understanding of other people and situations, other culturesand languages by including the emotional expressions of factual information. When so much of family and community life in South Africa remains insular and disconnected from other cultures, other languages and other belief systems, storiescan extend boundaries beyond our single perspectives and experiences to the varying perspectives of others. This becomes particularly important for teachers of young children who may have very different life experiences from those of the children they teach. In this project, we examined storytelling as a way to cross-cultural boundaries and of harnessing the diverse worlds of South African citizens pedagogically. We asked fourth year students in a Foundation Phase teacher education programme to identify a person from a different cultural and linguistic group; and to have that person share a story with them to discover how the experience of listening to stories from different cultures, languages, and belief systems might influence their attitudes towards teaching children with those characteristic differences.

scholarly journals Cultural diversity in unequal societies sustained through cross-cultural competence and identity valuation

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
John A. Bunce
Keyword(s):  
Cultural Competence ◽  
Cultural Diversity ◽  
Group Identity ◽  
Cross Cultural ◽  
Cultural Norms ◽  
Cultural Dynamics ◽  
Field Methods ◽  
Cultural Boundaries ◽  
Majority Culture ◽  
Common Strategy

AbstractIn much contemporary political discourse, valued cultural characteristics are threatened by interaction with culturally distinct others, such as immigrants or a hegemonic majority. Such interaction often fosters cross-cultural competence (CCC), the ability to interact successfully across cultural boundaries. However, most theories of cultural dynamics ignore CCC, making cultural diversity incompatible with mutually beneficial inter-group interaction, and contributing to fears of cultural loss. Here, interview-based field methods at an Amazonian ethnic boundary demonstrate the prevalence of CCC. These data motivate a new theoretical mathematical model, incorporating competing developmental paths to CCC and group identity valuation, that illuminates how a common strategy of disempowered minorities can counter-intuitively sustain cultural diversity within a single generation: Given strong group identity, minorities in a structurally unequal, integrative society can maintain their distinctive cultural norms by learning those of the majority. Furthermore, rather than a rejection of, or threat to, majority culture, the valuation of a distinctive minority identity can characterize CCC individuals committed to extensive, mutually beneficial engagement with the majority as members of an integrative, multi-cultural society.

Networked Objects

2013 ◽  
Vol 45 (3) ◽  
pp. 570-573
Author(s):  
Mary Roberts
Keyword(s):  
Social Networks ◽  
Visual Culture ◽  
19Th Century ◽  
Cross Cultural ◽  
Geographic Locations ◽  
Cultural Contact ◽  
Cultural Boundaries ◽  
Art Works ◽  
Objects Tracking ◽  
Nuanced Understanding

Over the last decade an approach to 19th-century visual culture that focuses on cross-cultural contact and exchange has begun to supplement an earlier model of Orientalist critique focused primarily on the iconographic analysis of European Orientalist tropes and stereotypes. In this essay I engage with these discussions by analyzing what I will call networked objects. Tracking the mobility of art works and artifacts across cultural boundaries and their differing signification in varying sites of reception impels a nuanced understanding of how visual culture has been implicated in these networks of power. Influenced by anthropological debates, my approach focuses on the circulation of images and objects across cultures and within the region, exploring their function at divergent sites. Social networks of artists and patrons facilitated the transplantation of ideas and images, but the meanings of networked objects morphed independently of authorship according to their displacement to new geographic locations. Networked objects were also entangled within patterns of misinterpretation, blockage, and rupture as visual forms were created, reshaped, or productively misinterpreted in the environments into which they were transplanted, thus provoking challenges from the peripheries and divergent forms of indigenous agency.

scholarly journals The Mobility of Education Policy in the 21st Century: Lessons from Other Fields

2020 ◽  
Vol 6 (3) ◽  
pp. 83-93
Author(s):  
Alan Ruby ◽  
Aisi Li
Keyword(s):  
Education Policy ◽  
Comparative Education ◽  
Policy Diffusion ◽  
Policy Transfer ◽  
Policy Formation ◽  
Cross Cultural ◽  
Education Policies ◽  
National Education ◽  
Cultural Boundaries ◽  
External Incentives

The ways information about national education policies is exchanged and interpreted is a field of comparative education that is under-developed. What discussion and analysis there is seems to ignore the insights and models prevalent in other domains. We looked to fields like political science, and economic and social development for concepts to strengthen the analysis of education policy mobility between nations. We found an abundance of metaphors most of which fail to capture key elements of policy diffusion including the notion that ideas change as they cross cultural boundaries. We observe that policy transfer can be purposefully initiated by the host as well as a product of coercion or external incentives. Our principal conclusions are that common framings of traveling education policies are linear, one-directional and marked by an air of beneficence. They overlook the importance of context and the actions of sovereign nations in policy formation.

Death in Colonial North America: Cross-Cultural Encounters

2015 ◽  
Author(s):  
Erik R. Seeman
Keyword(s):  
North America ◽  
Mortality Rates ◽  
Cross Cultural ◽  
Mortuary Practices ◽  
Cultural Backgrounds ◽  
Cultural Encounters ◽  
North Americans ◽  
Labor Exploitation ◽  
Cultural Boundaries ◽  
Colonial Encounter

Death is universal yet is experienced in culturally specific ways. Because of this, when individuals in colonial North America encountered others from different cultural backgrounds, they were curious about how unfamiliar mortuary practices resembled and differed from their own. This curiosity spawned communication across cultural boundaries. The resulting knowledge sometimes facilitated peaceful relations between groups, while at other times it helped one group dominate another. Colonial North Americans endured disastrously high mortality rates caused by disease, warfare, and labor exploitation. At the same time, death was central to the religions of all residents: Indians, Africans, and Europeans. Deathways thus offer an unmatched way to understand the colonial encounter from the participants’ perspectives.

Riding Critical and Cultural Boundaries

2010 ◽  
pp. 71-82
Author(s):  
Julie Faulkner ◽  
Bronwyn T. Williams
Keyword(s):  
New Technologies ◽  
Literacy Practices ◽  
Cross Cultural ◽  
Cultural Norms ◽  
Cultural Boundaries ◽  
American Students ◽  
Student Cohorts ◽  
On Line ◽  
Television Study ◽  
The Impact

This chapter explores the impact of new technologies on young peoples’ literacy practices, with a particular focus on humour as text. Acknowledging ways in which rapidly-changing cultural and technological conditions have reshaped how people work and play, the authors work within expanded definitions of literacy, or multiliteracies. Exploring the potential of humour to interrogate cultural assumptions, Australian and American students participated in a cross cultural television study. They viewed a ‘foreign’ sitcom, asking to what extent knowledge of the sitcom’s cultural norms was fundamental to an appreciation of the intended humour of the series. The student cohorts then communicated on line, developing their reading of the sitcoms in a cross cultural forum. The study asks how the students’ multiliterate practices, including their critical interpretations of television comedy, hold implications for literacy education.

Islamophobia and the Ethics of Media: A Cross-Cultural Study

2016 ◽  
Vol 11 (01) ◽  
Author(s):  
Soma Patnaik
Keyword(s):  
Cross Cultural ◽  
Media Representations ◽  
The Other ◽  
Terror Attacks ◽  
Socially Constructed ◽  
Cross Cultural Study ◽  
Cultural Boundaries ◽  
The World ◽  
The Media ◽  
Globalising World

The paper seeks to understand how media in the globalising world has contributed to the creation, advocacy as well as reactions to Islamophobic sentiments, resulting cultural boundaries and stereotypes across the world. Functionally, Islamophobia is a shorthand term referring to the “dread or hatred of Islam” and therefore a “fear and dislike of Muslims”. The paper systematically reveals how “Islamophobia” which is itself an irrational attitude, is socially constructed with the aid of the media. While on one hand the media erects the supporting walls of Islamophobia, on the other, it also provides a platform for its criticism and reactions. The paper also sheds light on how media representations of terror attacks serves in “educating” populations of different countries and in creating a “global” sentiment. Yet, such a global sentiment, as the paper shall reveal, does not integrate the cultures; rather it widens the gap. However, if media persons instead choose to take up the issue as a moral responsibility, they can even bridge this gap and help in applying a curative balm on the global sentiment.

scholarly journals Cultural Diversity in Unequal Societies Sustained Through Cross-Cultural Competence

2020 ◽  
Author(s):  
John A Bunce
Keyword(s):  
Cultural Competence ◽  
Cultural Diversity ◽  
Group Identity ◽  
Cross Cultural ◽  
Cultural Norms ◽  
Cultural Dynamics ◽  
Field Methods ◽  
Ethnic Boundary ◽  
Cultural Boundaries ◽  
Common Strategy

In much contemporary political discourse, valued cultural characteristics are threatened by interaction with culturally-distinct others, such as immigrants or a hegemonic majority. Such interaction often fosters cross-cultural competence (CCC), the ability to interact successfully across cultural boundaries. However most theories of cultural dynamics ignore CCC, making cultural diversity incompatible with mutually-beneficial inter-group interaction, and contributing to fears of cultural loss. Here, simple field methods at an Amazonian ethnic boundary demonstrate the prevalence of CCC. These data motivate new theory, incorporating competing developmental paths to CCC and group identity valuation, that illuminates how a common strategy of disempowered minorities can counter-intuitively sustain cultural diversity: Given strong group identity, minorities in a structurally-unequal, integrative society can maintain their distinctive cultural norms by learning those of the majority.

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